Final Project

Brief introduction of my Action Research.

My action research is designed to determine to what extent the deliberate practice method enhance academic learning.

In the book Peak Performance, Ericsson and Pool (2016) established that participants were able to recall a string of up to hundred digits. It should be noted that we normally can only recall 7 digit. What is why telephone numbers or social security cards is coded in the format of the string of 7-digit number. The key to be able to recall a string of hundreds of digit number was not the biological structure of memory, but it is about the method on how to encode the information. Subsequently, Ericsson, K.A., Krampe, R.T. & Tesch-Romer, C. (1993). conducted a series of studies into expert acquisition skills across domains, including medicine, sports, music, chess. computer programming, and mathematics. They found that the skill acquisition is governed by the principles of deliberate practice, made up of five components. (1) Observation of the work, (2) expert feedback, (3) small learning goals, (4) behavioral rehearsal and (5) performance assessment.

In the book Moonwalking with Einstein, Foer , J. (2011) applied the deliberate practice to win United State memory championship competition., notwithstanding the fact that he never engaged in such competition before.

Likewise, in the book the First 20 Hours: How to Learn Anything . . . Fast!. Kaufman (2014) designed a personal test to see if he acquired various skills including programming, touch typing, windsurfing in 20 hours by applying the deliberate practice. He reported that he could learn many skills at comfortable level by applying the deliberate practice

ASSURE Model

The deliberate practice is very similar to the ASSURE Model. According to Smaldino et al. ( 2019), the ASSURE model is based on the six steps to use to technology and media to support learning experience. The model is composed of five steps: (1) Stating standards and objectives, (2) Selecting strategies and resources, (3) Unitizing resources, (4) Requiring learner participation and (5) Evaluation and revising. The evidences appear to support that the model is effective to promote learning experience in the case of Ninth-Grade English, suggesting that this model could revolutionize learning experiences and improve the academic performance if we could implement it across the all level of education. This should be noted, however, the model is often associated with application of technology into learning experience.

Deliberate practice.

Deliberate practice is a general model, applying to any skill acquisition. Therefore, It may be combined Multimedia to facilitate learning experience. As such, I believe that I can apply the core of multimedia principles, some of the element of the ASSURE, combined with the deliberate practice in my action research.

Integration of Multimedia into Action Research.

Here is my envision how I can apply the principles of multimedia into my action research.

The participants will be divided into two groups. The control group is taught under the traditional method: lectures and homework assignments. The treatment group will be introduced to deliberate practice coupled with the multimedia principles. The one-hour class will be segmented into five intervals, 10 minutes each.

1. The first interval will recapture of the material learned in previous class by the video.

2. The second interval will introduce the key concept of the class material.

3. The third interval will practice some multi=choice by computer assimilation. The solution will be presented at the end of the segment.

4. The teacher then explains in person the difficult concept that the students may experience in form open discussion.

5. The teacher will provide the summary of the material.

In short, the instructional material will be similar to that of the deliberate practice method: Focus, Feedback and Fix, integrated with multimedia principles.

References:

Ericsson, K.A., Krampe, R.T. & Tesch-Romer, C. (1993). The role of deliberate practice in acquisition of expert performance. Psychological Review, 100(3), 363-406.

Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the new science of expertise. An Eamon Dolan Book.

Foer, J. (2011). Moonwalking with Einstein: The art and science of remembering everything.

Penguin Press.

Kaufman, J. (2014). The First 20 Hours: How to Learn Anything . . . Fast!. United States: Penguin

Publishing

Mayer, R. E. (2021). Multimedia Learning (3rd Edition). Cambridge University Press.

Law Offices of Phuc Dinh Do

Serving the Bay Area for over 25 years

Brief introduction of my Action Research